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Welcome to the Year 4 Curriculum booklet. We hope this curriculum guide will provide

you with useful information about the Year Four curriculum. It is intended as a brief

outline of the learning your child will be involved in during their time in the Year 4. It

also includes some ideas of ways in which you may be able to help your child at home to

support their learning.

School is not the only place your child will learn. Research shows that your interest and

involvement in your child’s learning and education are more important than anything else

in helping your child fulfil their potential. As parents, you are the people who go with

your child on their learning journey; from the day they are born to the time they

become an adult. Kineton Green Primary School aims to build strong links between home

and school so that you can be fully involved in your child’s education. At Kineton Green,

we believe that children flourish best when home and school work together to provide

the best possible learning experiences.

Our aim is to make the children’s learning exciting, fun, meaningful and challenging. We

understand that all children will enter the year with a variety of different experiences

and skill sets. The range of activities and learning experiences that we provide are

carefully planned to build on what they already know. We have very high standards for

the quality of children’s work, so that the children can feel pride in their achievements

and we will look forward to sharing their successes with you regularly at parent

evenings. We look forward to working in partnership with you throughout the year.

The Kineton Green Teaching Team

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In school this year, we will be working from the new National Curriculum that was

brought into effect in September 2014. Expectations have risen and so we would

appreciate your support and co-operation with supporting your child’s learning at home.

We use Imaginative Learning Projects (ILP’s) across the year to excite, enthuse and

engage children in their learning. The ILP’s for Year 4 this year are as follows:

Autumn Term Spring Term Summer Term

Misty

Mountain

Sierra

Potions Traders &

Raiders

Playlist

(Music)

I am

Warrior

Blue

Abyss

These ILPs may be subject to change as the core purpose of our new creative

curriculum is to go with the interests of the class, to ensure learning is fun and

engaging. Our curriculum plans are included next within this booklet and are also

available on our school website. Obviously it would be impossible to set out in detail

everything your child will learn but it will provide an outline of typical content which will

hopefully help you to support your child in making the most of their education. Our

termly plans are very fluid to take account of the children’s own ideas and where they

see their learning progressing.

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Children are treated as individuals and we consider their individual needs and interests

in order to plan challenging and enjoyable experiences in each area of learning to ensure

children make progress. We recognise that children develop at different rates, have

different interests and come from different backgrounds, yet all children are praised

and valued for their own achievements.

From September 2015 levels, that had been previously used to assess children, have

been abolished. Schools are expected to assess each cohort against a set of new year

group objectives. The challenge has increased, with Year 7 objectives having been

brought into the Key Stage 2 Curriculum and Key Stage 2 objectives moving into the

Key Stage 1 curriculum. There is an emphasis on breadth and depth of learning, so once

a child is secure within that year groups objectives, rather than learn new content, it is

expected that they gain a deeper understanding by being given the opportunity to apply

their skills and knowledge in many different ways. A child will be assessed as either:

B – Not on track to meet end of year objectives/not yet met

O – on track to meet end of year objectives/met

A – on track to exceed end of year objectives/exceeded

All pupils will access their year group’s objectives and teachers will differentiate work

to an appropriate pitch. We will assess progress by looking at progress towards each

year group’s objectives from current starting points. We will identify what has been

achieved and what the next steps for learning are.

A pupil achieving their end of year objectives would be classed as ‘secure.’ School

expectations for good progress are that pupils move from secure to secure each year

e.g. Year 3 secure to Year 4 secure. Progress would still be deemed good if a child has a

different starting point but makes the equivalent progress. School sets aspirational

targets for all pupils but would strive to ensure pupils starting below age related

expectations aim to make more than expected progress in order to ‘catch-up.’

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We have high expectations of your children and for your children. The rewards

systems employed in school are closely linked to the school values and classroom rules

which are negotiated with the children at the beginning of the year. Key Stage Two

have a system based around a zone board, which is in each classroom. For making right

choices and working hard, children may move up the zone board through the stages of

‘bronze ’, ‘silver’ and ‘gold’. Their position on the zone board at the end of the day will

determine the sticker they come home with or whether they come home with a sticker.

For wrong choices they move down the chart into the red zone, where there is a

consequence attached to each red zone. If children move into red zone 2 they have

time to ‘put it right.’ This is where the child is removed from the situation and an age

appropriate time out is given where the child is given time to think about their

behaviour and the impact of this. This is given when a pupil is stopping the teacher from

teaching and others from learning or where they hurt or harm another person.

As part of this time out we have a think sheet that makes the

child think about their behaviour and the impact it has had. This

form enables the child to reflect on their actions and also provides

an opportunity for the teacher and child to discuss how to move

forward positively. We value our partnership with parents and

therefore will send the sheets home to allow you to discuss it with

your child and then ask that you sign it and return it the follow

day.

For us all to learn and work best, we need to give and earn respect from each other.

The children will be familiar with the respect charter (which you can see on the

following page) through assemblies and PSHE lessons where each point has been

discussed with the children to ensure a consistent understanding of what respect looks

like in the classroom, moving around school and out at play times and lunchtimes. One of

our bees is to “Be Respectful” so this charter supports our overall values of the school.

Little Legend award

To recognise those children who are making consistently good choices,

applying themselves and doing what is expected of them in school, day

in day out, we award a little Legend sticker at the end of each day.

The chosen recipient will be a child who has demonstrated the above

and closely follow our 5 bees.

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In order to develop your child’s independence and resilience for learning the school

teaches and advocates the use of the ‘6 Bees.’ Pupils should use these strategies at

home or at school if they become ‘stuck’ in their learning.

Be Brave

Have a go! Don’t let a lack of confidence hold you back, you might surprise yourself.

Be Still

Stop and have a think. Sometimes if we pause and sit quietly, the solution comes to us.

Bits and Bobs

Remember to use resources. Are there any tools on your desk or in the classroom that

could help you?

Buddy

Ask a buddy for help. Can they explain it to you more clearly?

Backtrack

Let’s go back. Have a look at the learning objective/s or success criteria, they are there

to help you understand what is trying to be achieved.

Boss

It’s time to ask the teacher. If you have explored all other options and you are still

stuck then it’s time to put up your hand and ask an adult for help.

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Treat people as you would want to be treated yourself.

I will…

Keep out of other people’s personal space.

Express my feelings using appropriate words.

Consider the impact of my body language on others, no rolling of eyes,

huffing, sighing, tutting or shrugging of shoulders.

Reply to an adult with their name.

Walk around a conversation, not between others.

Listen and not answer or argue back.

Use manners, please and thank you.

Take turns to speak.

Line up and move around in silence.

Go to the toilet at an appropriate time of the day.

Know the appropriate time to sharpen pencils and take a drink.

Use an appropriate level of my voice.

Use the one way system around the corridors and walk in single file, on

the left.

Accept responsibility for my choices and not deflect them onto others.

Do as I am told the first time.

Look after equipment in both the classroom and playground.

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We work alongside parents, informing and listening to their opinions of children’s

development. By sharing information about their children’s interests, strengths and

needs, parents help the adults who work with them to plan experiences and activities

that are fun. At Kineton Green we develop this relationship with parents in a variety of

ways.

We value the involvement of parents in:

Curriculum workshops

Parent consultation meetings

Within the classroom, as parent helpers.

PTA support

Parent’s Evenings are held during the year, one towards the end of October and the

other in March and it is crucial that parents attend. Interim reports are sent out at

the end of the Autumn and Spring terms and a full report is sent out to parents annually

in the summer term. There is also a chance to meet with your child’s class teacher at

the end of the summer term during open evening. Staff are always happy to speak with

you after school if you have any queries or concerns.

Helping out in school – We very much welcome parents to help support activities within

the classroom. If you would like to offer some support in school, please speak to your

child’s class teacher. For some parents this will be weekly or fortnightly. For others it

will be once a month. We appreciate any support you can give. From time to time you

may think you can support us with one of our topics, either by providing us with

artefacts, photos or other objects relevant to the topic, or by coming and giving a

presentation to the children on a specific theme. Please let us know if you think you can

help.

Homework

We see homework as a purposeful extension of school, which can involve parents in a

supporting role. It is a natural progression from the daily work of the school and

something that our pupils should see as relevant and interesting. It is important that all

children take a pride in their homework, produce their best results and hand it in on

time. Homework makes a difference to learning, providing practice for developing skills

and understanding. It also promotes the development of self-discipline and positive

attitude needed for successful study throughout life. Knowing how to get involved in

ways that work for you and your child can really help.

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Children will be provided with homework books and homework will be set on a Friday and

collected in on a Wednesday. Spellings are also given out weekly in their spelling books.

Homework activities for Year 4 include:

1 ½ hours weekly

Literacy

Share home loan and school library books

Complete occasional book reviews - for the library

Practise spellings which may be either key spellings or those related to topic

work

Hear and record reading in diary minimum of 3 times per week. Children should

record in their books and parents to sign this.

Consolidation of literacy work currently being covered in class.

Mathematics

Either:-

mental mathematics which may consist of learning number bonds and

multiplication tables as guided by the teacher

or

a mathematics game/puzzle/investigation

or

consolidation of maths work currently being covered in class

Topic/Curriculum

Occasional topic related task which may be linked to Science, History, Geography

etc. This may involve collecting data, researching topics using home

discussion/library/computer skills

Top Tips – Children

All homework set by your teacher will be an extension of your learning within the

classroom. To help you complete the activity, can we suggest that you:-

Find a quiet area to work in

Choose a sensible time to work – don’t ask adults for help when they are busy

cooking the tea or watching their favourite programme on the TV!

Make sure that you have all of the necessary resources in front of you, eg

reference books, pencil, sharpener, calculator

Read the instructions on your homework sheets and in your Homework Diary

carefully

Talk about what is involved and what you need to do, with an adult – this will help

you to understand the task

Complete the page or activity that the teacher has asked you to do. If you want a

challenge have a good at the extension activity if there is one.

Complete all of the work neatly and to the best of your ability. Always take pride

in your work

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Check your Maths answers by using a different strategy or method and check

spellings and grammar in Literacy work

Pace yourself and monitor the time

Do your best – if you are struggling, then ask your parents or teacher for some

help

At the end of your homework please add a face to tell your teacher how you felt

about the task, e.g.

Means that you found the homework O.K.

Means that you found some of the homework quite challenging

Means that you found the homework really difficult and might need

some extra help

Top tips - Parents

The homework set for your child will be the culmination of the areas of study for

that week and should extend their learning and consolidate their understanding.

We adhere to Government guidelines on the amount and type of homework. In

order to help your child to complete the tasks set, we would suggest that you:-

Agree a sensible, quiet place and time for homework to be completed

Read the instruction / questions with your child, to ensure that they understand

what is required of them

Encourage your child to work independently, but be available to offer advice and

support if your child asks for help

Help your children to pace themselves (leaving it until the night before is not a

good idea)

Help your child to ensure that the homework is handed in on time

Let your child’s teacher know that you have checked that the homework has been

completed and is accurate, by signing the work itself and, if you wish, make a note

of how long it took to complete

Let your child’s teacher know how much support your child had needed in order to

complete the task, by adding either:

I my child completed the work independently

S I supported by talking through the work

S+ I have needed to offer a great deal of support in order for my child

to complete the task

Staff will value the contributions made by children via a range of feedback including

verbal feedback, praise, written feedback, peer assessment, self-assessment and next

step targets (where appropriate). If you are supporting your child in maths the

methods taught in each year group can be found, with examples, in the ‘Routes Through

Calculation’ document available on the school website. If you have any concerns, please

let your child’s teacher know, either by commenting in the homework book, or making an

appointment.

Your support is vital; please help us to help your child, by extending their learning

beyond the classroom. Thank you.

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We hope all our children will succeed in reading and that

they will approach books with enthusiasm, knowing they can

be informative, humorous, frightening, adventurous, exciting

and…FUN

1. Talk together

Older children continue to need opportunities to talk with

you about what they are reading or their reading interests.

They may also be interested in what you are reading. Talking

gives you both a chance to share and recommend.

2. Read together

There is never an age when this is not an enjoyable and useful way to spend 10

minutes a day – even an 11 year old will still enjoy the sharing opportunity if it’s on

offer. It’s a great idea to get your older children to read with younger brothers

and sisters too.

3. Revisiting favourites

It’s important for children to know that it’s OK to revisit old favourites and

memories – even if this may seem like ‘easy reading’ – there’s no mad rush to keep

moving on, and we all like the comfort of a favourite book sometimes. Comparing

and sharing memories of real life and books will help your child to develop

empathy.

4. Making choices

It’s important to still visit book shops, libraries and places where your child can

browse and chat with you about their interests. They’ll start to prefer certain

authors or series, or types of reading such as comics, magazines or websites, and

with your encouragement, they can learn to make choices for themselves too.

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When your child starts school, phonics becomes a big part of everyday life,

transforming them from a non-reader to a child who is capable of reading fluently and

spelling (mostly!) accurately by the end of Year 2. The program your child has studied

ends in KS1 however they will need to refer to those skills learnt.

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The reason for learning to spell is so that we

can write. Make sure your child has a supply

of pencils/pens, paper or writing books and

give them purposeful opportunities to write.

You could:

Keep holiday scrapbooks

Leave messages and notices around the

house

Write notes and cards to friends and

relations

Make shopping lists and reminders

Write stories or information booklets

MAKE SPELLING FUN - There are many

ways to help your child with spelling:

Play sound games like ‘I Spy With My

Little Eye’

Play games like Hangman, Boggle and

Scrabble

Discuss spelling patterns, rules and

exceptions. Encourage your child to have a

go then check which parts they got right.

Make up a rhyme to help them remember.

Do simple crosswords together

ENJOYING WORDS - Words are

fascinating! Help your child to explore and

enjoy them. Spelling shouldn’t be a boring

slog. It’s about thinking, not just memorising

lists of words.

HOW TO LEARN NEW SPELLING WORDS

We recommend the ‘Practise, Look, Say,

Cover, Write’ approach…

LOOK • Look at the shape of the word

• Make a picture of the word in

your mind – take a photo of it

• Look at the letter patterns

that make up each sound

• Break the word into syllables

• Look for words within the

words

SAY • Say the whole word

• Say the beginning sound

• Say the end sound

• Say the middle part of the

word

• Say the letter names

• Say the whole word again

• Over-pronounce any parts that

you might forget

COVER • Cover the word

• Picture the word in your mind

• Hold it in your mind as if it’s on

a TV screen

WRITE • Write the word down (in joined

writing if you can)

• Think about the picture in your

mind as you write

• Say the letter names or the

sounds

CHECK • If it isn’t right yet, try again!

• Look at the tricky bits

• Underline the tricky bits

• Write the tricky bits in colour

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accident

accidentally

actual

actually

arrive

believe

bicycle

busy/business

caught

certain

complete

consider

considerable

continue

decide

describe

different

difficult

disappear

early

earth

eight/eighth

enough

exercise

experience

experiment

extreme

favourite

forward

fruit

guard

guardian

guide

heard

heart

height

imagine

imaginary

increase

important

interest

island

knowledge

learn

length

medicine

mention

minute

natural

notice

occasion

occasionally

opposite

ordinary

particular

peculiar

popular

position

possess

possession

possible

possibility

potatoes

pressure

probably

probable

probability

promise

purpose

recent

reign

remember

separate

separately

special

straight

strength

suppose

therefore

various

weight

woman

women

Your child should be able to spell the above recommended year group spellings by the

end of the year.

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Make writing fun and relevant to your child. In literacy lessons, children will be taught

and encouraged to use the following sentence ‘tricks’ to improve the quality of their

writing.

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You can use the methods which we follow in school at home with your child to help them

become more confident when carrying out written calculations. The methods used are

progressive so the children will build on previous learning. They will be taught methods

appropriate to their needs. The methods for each year group can be found, with

examples, in the ‘Routes Through Calculation’ document available on the school website.

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School times

Main school opens at 8.45am and lessons begin at 8.50am. It is important that your

child is on time, organised and ready to start the day. School finishes at 3:15pm. A

member of staff will be on duty on the courts at 8:35am and children should not be left

unsupervised before then.

Doors close at 8:55am and morning registers will be taken at this time. Any latecomers

will need to report to the office in the main school.

Collection arrangements

We ask that Year 4 parents pick up their children from the courts. The class teacher

will not be able to handover your child until they have seen you. If someone different is

due to pick up your child, please inform the school office of these arrangements in the

morning as it enables us to hand over children to their parents efficiently and safely.

Absences

If your child is absent from school please notify the office (before 10am) detailing the

likely date of return and reason for absence.

Drinks and snack

Children are free to use the school water coolers during the day and will need to bring

in a clearly named water bottle to drink from. For snacks pupils are asked to bring fruit

or an alternative, healthy snack. No chocolate or crisps are allowed.

Lunchtimes / Playtimes

We expect children to bring a coat at all times as children will go out whatever the

weather.

P.E

Please ensure all items of clothing and footwear are clearly labelled to avoid confusion

and loss of uniform. Please do not allow your child to wear jewellery to school (if any

artefact has to be worn for religious reasons do please discuss this with us). Girls will

also need their hair tied up if it is past their shoulders. Although set times are

allocated for PE sessions, these can be subject to change and so a PE kit must be kept

in school at all times. Earrings need to be removed or taped.

All children are expected to have an indoor PE kit with appropriate footwear at all

times. The children will need pumps and a pump bag. Pumps should be a gusset or velcro

type. The children also require red shorts and a t-shirt that matches the colour of

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their house team (Egyptians – yellow, Romans – green, Vikings – red, Victorians – blue).

Should you need to know which house team your child belongs to, please speak to the

class teacher. The Year 4 class teacher will inform you as and when your child may need

an outdoor PE kit.

Home Loan / Library books

Children in Key Stage 2 have the opportunity to change home loan books throughout the

week. Library sessions are once a fortnight where the children are able to take out a

book which they are able to keep at home until their next library session. Please ensure

your child looks after their book in line with our current library agreement.

Personal belongings

Please do not let your child bring toys/valuables from home unless asked to by staff as

part of the children’s learning.

Birthday celebrations

We love to celebrate birthdays in school. If you want to celebrate your child’s birthday

by bringing treats for the class please avoid products which contain nuts as school has

pupils with severe nut allergies. Please also avoid Haribo as it contains gelatine which is

unsuitable for vegetarians. The children take the treats home to eat.

School Funding

Parents are asked to make a voluntary contribution to our School Fund. These voluntary

contributions make a huge difference supporting trips, visits and fun activities for

Nursery and Reception. All funds collected directly benefit your child.

Our school website

There are lots of resources and links to many websites on our website. You will find:

A copy of this curriculum guide

Topic overviews for your year group.

Our school ‘Helping your child with maths’ handbook.

A guide to our phonics program and what it all means; Links to phonics videos.

Links to a number of websites that you may find helpful.

School PTA

We are very grateful to any parents that can offer support to the PTA. Without

parents to support in this role, we wouldn’t be able to deliver all of the fantastic events

that occur throughout the school year. If you would like to offer support, please get in

touch with the school office.

Community Café

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During each half term, Mrs Knight organises a Community Café in the school hall for

parents to come together, chat and enjoy some tea, coffee and exquisite home-made

baking. It was lovely to see so many parents join in during last year and hope many of

you can join us again. It will be held on the third Tuesday of every month.